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– We see clear support for the democratic mission of schools – a counterbalance to today's market logic, says Sverker Lindblad, who has tracked public opinion on school-related issues since 2014.

Sverker Lindblad, professor emeritus of education, is surprised by the strong public support for the democratic role of schools, especially given that the public debate is largely focused on competition, performance metrics and efficiency.

Two competing educational ideals

The study outlines a field of tension in Swedish education policy. On one side stands the ideal of a national welfare school that emphasises equality, social cohesion, and democratic citizenship. On the other is the globalised competition-school model, dominated by notions of choice, market thinking and international comparisons.

Public opinion leans clearly towards the welfare school model. As many as 65 per cent of respondents support banning profit-driven companies from operating schools. Many perceive a decline in school quality over time, yet most believe that schools in their own municipality function fairly or very well.

– This suggests that the general image of schools is strongly influenced by media and misuse of international comparisons such as PISA. But when citizens draw on their own experience, their perceptions are more nuanced, says Sverker Lindblad.

Five clusters, different visions

The research team analysed opinion by dividing it into clusters. One dominant cluster supports the welfare school model and is sceptical of market-driven reforms. A smaller cluster advocates for competition-driven schooling, while a third group is more ambivalent. One particularly interesting group is negative towards both profit-making and the school’s democratic mission – predominantly made up of right-leaning voters, according to Lindblad.

– Our analysis shows that differences in opinion are not solely aligned with party politics but are also generational. Support for the welfare school model is particularly strong among older respondents, while younger and middle-aged voters are more divided, he says.

Call for more nuanced debate

Lindblad is critical of the current tone of the school debate, which he believes lacks substantive arguments.

– Schools are often reduced to issues of grades and competitiveness. As researchers, we have a responsibility to contribute perspectives that enrich the debate. We also need to highlight that schools have broader responsibilities, such as fostering general knowledge and educating active, informed citizens in a democratic society.

He believes researchers must take a greater role in providing evidence-based arguments and critical analysis in an era where superficial performance metrics and poorly considered reforms dominate the policy agenda.

Looking back to look ahead

The research team now plans to explore how perceptions of schools have changed over time, from the 1960s to the present.

– We also want to examine how different political parties’ views on the role of schools have shifted. This is essential for fostering a more constructive policy discussion, says Sverker Lindblad.

Text: Ragnhild Larsson